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ABSTRACT
This literature review systematically analyses publications and articles up to mid-2023 related to the COVID-19 pandemic in the field of HE, specifically identifying pressures that students are experiencing. The aim of the review was to identify insights into the tensions faced by students in HE following their experiences of educational interruptions due to COVID-19. Additionally, this review explored the literature relating to the personal, professional, academic and societal pressures experienced by HE students. Student engagement, sense of belonging, alienation and resilience in a post-pandemic context was also examined. Results suggest that the effects of COVID-19 have increased pressure on HE students in multifaceted and interconnecting ways. Post-pandemic, students’ mental health and wellbeing is significantly reducing resilience. Issues facing the cohort of students currently at school will filter on into HE if not actioned. Therefore, Government and HEIs need to address the macro, meso and micro after effects of the COVID-19 pandemic. To do this, further focussed research is needed into post-pandemic HEI support systems and practical pedagogical strategies. HEIs could examine the effects of stress and anxiety resulting from the COVID-19 pandemic and could apply conceptual tools and educational theories to influence future strategies to increase students’ resilience, engagement, sense of belonging and thus academic resilience.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Data availability statement
All literature used to form the data collection for this systematic review journal article has been appropriately cited in the reference list and clearly marked. All the literature is accessible via academic databases or through open access databases as stated.
Additional information
Notes on contributors
Caroline Sarah Jones
Caroline Sarah Jones, MA in HE, PGCHE, BA (Hons), SFHEA, Dip Ed, Associate CIPD, Member of the Society for Research in Higher Education (SRHE). An APPLIED SOCIAL SCIENCES teaching professional with extensive experience working in and across the education sector, including lecturing/programme leading in Higher Education. Currently employed as a tutor based within the Health and Education Faculty at Manchester Metropolitan University. Experience of External Examining and Peer Reviewing. Research interests include Leadership and management, Risk, resilience and mental health, Social mobility and social policy, Widening participation and disadvantage. Originator of the Psychosocial and academic trust alienation theory.
Academic publications include:
Jones, C. S. (2023). Disadvantage, educational social mobility and barriers to student engagement: An exploration of the Psychosocial and Academic Trust Alienation theory across educational practice. Advances in Developmental and Educational Psychology, 4(1): 160–174. https://doi.org/10.25082/ADEP.2022.01.004.
Jones, C. S. (2022) Education and the social mobility conundrum: An examination of the ‘psychosocial and academic trust alienation theory’ in the context of disadvantaged students in the UK secondary education sector. Children & Society, 00, 1–22. https://doi.org/10.1111/chso.12677.
Jones, C. S. (2021) An investigation into barriers to student engagement in Higher Education: Evidence supporting ‘the psychosocial and academic trust alienation theory. Advances in Educational Research and Evaluation, 2021, 2(2): 153–165. https://doi.org/10.25082/AERE.2021.02.002.
Jones, C. S., and Nangah, Z. (2020) Higher Education Students: Barriers to Engagement; Psychological Alienation Theory, Trauma and Trust; a Systematic Review. Perspectives: Policy and Practice in Higher Education. https://doi.org/10.1080/13603108.2020.1792572. https://www.tandfonline.com/eprint/X7FHUQNA54GDH7ZS4DTN/full?target = 10.1080/13603108.2020.1792572.
Jones, C. S. (2017) Barriers to Student Engagement in HE: Revisiting Concepts of Alienation. CELT Learning and Teaching in Action: Manchester Metropolitan University. Vol 13, Issue 1.6. p 69–83. https://ltiammu.files.wordpress.com/2021/05/ltia_volume13_issue1.pdf,6_Jones_Barriers_to_Student_Engagement_in_HE.pdf(mmu.ac.uk).
Huw Bell
Dr Huw Bell completed PhD in Applied Linguistics in 2002 under Paul Meara at University of Swansea. I was part of the Department of Languages, Information and Communication at Manchester Metropolitan University (MMU) from 2006-2017, and currently work at the School of Education at MMU. I have previously worked at other universities in England and Wales, as well as a number of language schools in the UK, France and elsewhere. My roles have included teacher training (CELTA), lecturing in TESOL and applied linguistics, and English language teaching. My research focuses on teaching and learning L1 grammar in primary and secondary schools in the UK, teachers' attitudes to and beliefs about grammar and their impact on teaching, and the implementation of the National Curriculum. I have worked closely with a number of primary and secondary schools across the North West, delivering CPD in language awareness to staff.